Disrupting Postsecondary Prose

Patton, Lori D.

doi:10.1177/0042085915602542

Cited by 319 publications

(156 citation statements)

References 84 publications

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“…Further research is also needed on the compound effects of race and gender due to the historic underrepresentation of women in leadership positions. The study also validates the need to look at both the implicit and explicit enforcement of policies regarding diversity in the workplace to address subtle dimensions racism and bias which were highlighted in Patton's (2016) work on CRT-HE.…”

Section: Discussionsupporting

confidence: 63%

“…In addition, for those who do not fit the traditional perception of predominately White faculty and administration, the challenge of attaining promotion and tenure remains complex. Improving America's higher education system requires examination of the enduring connections between race and higher education which have prevented full racial and ethnic representation in the academy (Patton, 2016).…”

Section: Resultsmentioning

confidence: 99%

“…Prior to the recent work of Patton (2016) much of the theoretical analysis related to racism and White supremacy was borrowed from the fields of law (Bell, 2004) and K-12 education (Ladson-Billings & Tate, 1995). Patton (2016) extended the work from previous scholars in this area by establishing a Critical Race Theory in Higher Education (CRT-HE). Three propositions serve as the foundation for this theoretical framework:…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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An Examination of the Barriers to Leadership for Faculty of Color at U.S. Universities

Freeman

Krier

Al-Asfour

et al. 2019

IISIT

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Aim/PurposeThe aim and purpose of this study is to understand why there is a dearth of faculty of color ascending to senior levels of leadership in higher education institutions, and to identify strategies to increase the representation of faculty of color in university senior administrative positions. Future ResearchHigher education researchers may extend the findings of this study to explore how faculty of color have ascended to specific leadership roles within the academy such as department chair, academic dean, provost, and president.

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Section: Discussionsupporting

confidence: 63%

Section: Resultsmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

An Examination of the Barriers to Leadership for Faculty of Color at U.S. Universities

Freeman

Krier

Al-Asfour

et al. 2019

IISIT

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“…At the postsecondary level, racial inequities are observed in several ways, including through institutional data that reveals unequal access and outcomes of racially and ethnically minoritized groups in hierarchically stratified and segregated educational systems (Carnevale & Strohl, 2013;Posselt et al, 2012). 3 Stratification is evident in disparate rates of student access and departure from different types of institutions (e.g., research universities, community colleges, for-profit colleges; Harper, Patton, & Wooden, 2009;Hurtado, Alvarez, Guillermo-Wann, Cuellar, & Arellano, 2012;Illoh, 2017;Sáenz & Swan, 2018), fields of study (e.g., STEM, social sciences, applied fields such as business; L. D. Patton, 2016;Posselt & Grodsky, 2017), high status or well-resourced programs (e.g., honors colleges, undergraduate research, study abroad; Museus et al, 2015), and graduate study (Garces, 2013;Posselt & Grodsky, 2017). As we show in our results, the practitioners in this case study moved through two cycles of inquiry and instituted changes in multiple institutional policies and functions of the university, including student recruitment, admissions, advising, curriculum policies, governance, and institutional assessment.…”

Section: Contribution Of the Studymentioning

confidence: 99%

Sustaining change towards racial equity through cycles of inquiry

Dowd

Liera

2018

EPAA

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Many national, state, and institutional policies and initiatives advocate for change in higher education through structured forms of data use. The case study of “Old Main University” presented in this article shows how local reformers (n=9) drew on data and data use tools provided by a long-term action research project implemented at the university to advance racial equity goals at their university. The case narrative utilizes practice theory, cultural historical activity theory (CHAT), and narrative inquiry to illustrate how administrative leaders and faculty at Old Main University coordinated their efforts in a sustained manner through two cycles of practitioner inquiry that was responsive to policy goals. The findings show that data use is productive to promote racial equity when data and data use protocols are used iteratively and in interaction among practitioners who use them to identify inequities rooted in their own practices. The findings support the conclusion that, to sustain change efforts as long-term (mesogenetic) projects, policy makers and local reformers should plan to iteratively redesign data tools, practices, and policies to institute changes in everyday (microgenetic) work practices. Such purposeful redesign holds potential to re-structure professional interactions, sustain motivation and organizational learning, and acculturate practitioners to equity as a standard of practice.

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“…Centering trans* epistemologies means honoring the "both/and" world we inhabit: we are both subjects and objects and as such, we bring (as do other trans* individuals) key knowledges and experiences. Furthermore, grounding our work as HE-SA-based faculty in trans* epistemologies has the potential to undo more than just gender normative thinking, but multiple repressive illogics in our field (e.g., anti-Black racism; Patton, 2016). For as Enke (2012) surmised, "Gender may trouble every imaginable social relation" (p. 1).…”

Section: Teaching With Trans* Epistemologiesmentioning

confidence: 99%

Teaching Trans*: Strategies and Tensions of Teaching Gender in Student Affairs Preparation Programs

Jaekel

Nicolazzo

2017

JSPTE

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Aim/Purpose: The purpose of this article is to outline a pedagogical framework we as trans* educators utilize to center trans* identities and epistemologies in classrooms alongside graduate students. Background: Little has been written about the experiences of trans* educators in classroom spaces, in particular how gender mediates pedagogical approaches. Methodology : This article is conceptual in nature, and as such, does not draw on any particular methodology. Instead, we draw from our ongoing experiences as trans* educators in the classroom. Contribution: Due to the lack of theorizing or empirical work about trans* educators in classroom spaces, this article serves as an entry point into thinking what we as authors describe as ‘teaching trans*.” Findings: This article is broken into three theoretical components: teaching as trans*, teaching about trans*, and teaching with trans* epistemologies. Recommendations for Practitioners: Through this article, we as authors encourage practitioners to be aware of how gender is always already present in all spaces, including in classrooms. Thus, it becomes incumbent upon practitioners to use expansive notions of gender through pedagogical strategies, materials, and praxis. Recommendation for Researchers: This article promotes a deeper understanding of how one’s gender identity, expression, and/or embodiment mediates and can enhance classroom teaching. While this article starts to address an under-theorized and under-researched area of study, more should be done to address how gender influences pedagogy. Impact on Society: Due to the omnipresence of gender binary thinking, this article has implications not just for classroom spaces, but for student affairs graduate preparation programs, as well as society writ large. Future Research: This article opens the door for further research into student resistance to trans* and gender nonconforming educators’ pedagogy.

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Disrupting Postsecondary Prose

Cited by 319 publications

References 84 publications

An Examination of the Barriers to Leadership for Faculty of Color at U.S. Universities

An Examination of the Barriers to Leadership for Faculty of Color at U.S. Universities

Sustaining change towards racial equity through cycles of inquiry

Teaching Trans*: Strategies and Tensions of Teaching Gender in Student Affairs Preparation Programs

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